Global Journal of Management, Social Sciences and Humanities 537

Vol 6 (2) July-Sept, 2020, pp. 537-558..

ISSN 2520-7113 (Print), ISSN 2520-7121 (Online)
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DOI: https://orcid.org/0000-0001-5767-6229

COMPARATIVE STUDY OF THE QUALITY OF

EDUCATION IN PUBLIC AND PRIVATE SECONDARY
SCHOOLS: A CASE STUDY OF DISTRICTS KHANEWAL
AND VEHARI-PAKISTAN

Rana Rubab1, Abdul Ghafoor Awan2

ABSTRACT-The main objective of this research paper was to conduct a
comparative study of the quality of education in public and private secondary
schools in districts Khanewal and Vehari-Pakistan. Convenient sampling
method was adopted to collect primary data from 300 teachers from 10 private
and 10 public schools. 20 head teachers/ principals were also included into
sample. Five points Likert scale was used to record the views of respondents.
Our results show that public schools have qualified staff, spacious buildings
and basic facilities, experienced permanent faculty as compared to private
schools.
Key words: Quality of education, curriculum, teaching methods.
Type of study: Original research paper
Paper received: 10.04.2020
Paper accepted: 11.06.2020
Online published: 01.07.2020
______________________________________________________________
1. M.Phil Scholar, Department of Education, Institute of Southern Punjab.
rubab_44@ymail.com.
2. Dean, Faculty of Management Sciences, Institute of Southern Punjab.
ghafoor70@yahoo.com.cell #+923136015051.
538 Rana Rubab, Abdul Ghafoor Awan
_______________________________________________________

1.INTRODUCTION
1.1. Background of study:
Education has prime importance in the development of nations. The
nations’ history is replete with changes and revolutions in the field of
education. The school organizations have become the symbol of changes and
revolutions in the industrialized world. The Government of Pakistan from
time to time tried its best to ensure the needs and aspirations of individuals as
well as society. In this regard, many steps have been taken to ensure that both
human and material resources are put together to get the true benefits of
education. In the modern age, the schools have become axis of modernization.
According to Young, Green, Roehrich-Patrick, Joseph and Gibson, (2003)
school of modern age has become the model of easiness. Sufficient physical
facilities are being provided to impart quality education. The provision of
physical facilities is the sign of quality education both in public and private
secondary schools. According to Vandiver, (2011), conducive learning
environment is blended of physical facilities provided to schools. Moreover,
physical facilities are the fundamental needs which lead students towards
their destination. However, student cannot get education only in classroom
and we also cannot make them smart by confining them into the four walls.
Their learning can be enhanced through interaction with internal and external
environment.
1.2 Main Problem of study:
The main problem of this study is to conduct a comparative study on
the quality education in public and private secondary Schools with special
reference to districts Khanewal and Vehari to know the difference between
them.
Comparative study of quality of education in public and private schools 539
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1.3 Objectives of study:

The main objectives of the study are given below: -
 To compare the quality of education of both public and private schools.
 To analyze the education level of teachers, methods of teaching and
quality of curriculum of both public and private schools.
 To assess the quality of education on the basis of test both in public
and private schools of districts Khanewal and Vehari.
 To ascertain which district and which sector (public and private
schools) has best quality of education.
1.4 Significance of the study:
Physical facilities are requirements for providing quality education at
secondary schools. Generally, it is assumed that private sector schools are
providing better quality education as compared to public schools. This study
was conducted to compare physical facilities at public and private secondary
schools in districts Khanewal and Vehari. This results of this study will be
useful for policy makers, academicians, teachers and heads of educational
institutions.
2. LITRATURE REVIEW:
Hardth, (1971) stated that the quality of school infrastructure plays a
significant role in providing quality education. Excellent infrastructure creates
an environment which affects the mood and behavior of learners. The size and
shape of classrooms, laborites, playgrounds and fresh water is the prerequisite
of schools. Experts have different opinions regarding the size of school.
Generally, there is the requirement of five acres of land for an elementary
school.
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540 Rana Rubab, Abdul Ghafoor Awan
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Ali (1982) argued that there are few different opinions about school
size: thirty to forty acres of land for a secondary school, twenty-five Acers for
500 students and fifteen acres for 1500 students (Ali, 1982). The supply of
pure water for drinking purpose is very necessary for the health of children. In
the same way, the availability of neat and clean toilets for easiness is also
needed as well as paly grounds for recreational activities. In this modern age
science laboratories are the necessary elements of schools with required
equipment for experiments.
During the academic activities students are needed the support of their
teachers as well as helping material from libraries. The importance of library
can be judged from the remarks of Viswanthan (1962) long time ago when he
said that Library works as a media in the school. Similarly, National Education
Commission (1959) endorsed the importance of library and reported that the
leading schools with good student achievement have big library and a rich
collection of books. The importance of science and math kits cannot be denied
in the present day world. The science kit comprised of those items which are
planned to explain scientific principles linked with published curriculum
material and tools box regarding items used in the classroom
(Krasilchik,1990).
Research studies on the classroom environment have revealed that
physical arrangement plays a vital role in teaching learning process. It can
affect the performance of both teachers and students (Savage, 1999; Stewart
and Evans, 1997). The learning setting is comprised of different things i.e.,
learners, teachers and the physical environment (Lippman, 2010). Physical
environment is simply defined as the physical characteristics of the room. It
refers to the different things i.e., size of the room, lighting, degree of
Comparative study of quality of education in public and private schools 541
_______________________________________________________

temperature, condition of classroom floor whether it is carpeted or just

concrete etc (www.enotes.com), (Fisher, 2008). Physical environment can
affect students’ comfort and also their ability to learn to some extent. Students
who are comfortable are likely to get much information as compared to those
who are uncomfortable. Physical environment plays a central role in any
activity and makes it more conducive, successful and achievable.
According to Oni (1992) and Hallak (1990), physical facilities
compose a strategic factor in the operation and functioning of an organization
as they determine the excellent performance of any social organization or
system including education. Physical facilities are one of the stimulating
factors that play a fundamental role in improving academic achievement in the
school system. These include; school buildings, accommodation, classrooms,
libraries, furniture, laboratories, recreational equipment, apparatus and other
instructional materials. Furthermore, their availability, relevancy and
sufficiency affect academic achievement positively. On the other hand, poor
school buildings and overcrowded classrooms affect academic achievement
negatively.
Taylor and Vlastos (2009) found the relationship between environment
and design within the classroom from a theoretical perspective. They found
that physical environment of the classroom acts as “Silent curriculum”. It
means that classroom environmental design can facilitate and improve the
learning process like the overt curriculum.
A good school facility supports the educational enterprise. Research has
shown that clean air, good light, and a small, quiet, comfortable, and safe
learning environment are important for academic achievement (Cash 1993;
541
542 Rana Rubab, Abdul Ghafoor Awan
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Earthman & Lemasters 1996; Lemasters 1997; Lackney 1999; Cotton 2001;
Schneider 2002). A study of the District of Columbia school system found that
students' standardized achievement scores were lower in schools with poor
building conditions. (Edwards, 1991).
3. RESEARCH METHODOLOGY:
3.1 Type of study:
We used primary data in this study and the data was collected from
selected respondents through a structured questionnaire.
3.2 Target population:
The study involved collection of data from different categories of
respondents serving in various teacher training and educational institutions
located in districts of Vehari and Khanewal.
3.3 Sample of study:
Sampling is an important factor which is responsible for the accuracy
of the results. Convenience sampling was adopted to collect primary data from
the respondents. 300 teachers and 20 head teachers from 10 schools of girls
and 10 schools of boys located in Districts Vehari and Khanewal were selected
to get filled close ended questionnaire.
3.4 Data collection tool:
Data was collected by using questionnaire. The questionnaire
contained 40 items. It was developed on the basis of 5-points Likert Scale. It
contains following five options:
I: Strongly agree
2: Agree
3: Neutral
4: Disagree
Comparative study of quality of education in public and private schools 543
_______________________________________________________

5: Strongly Disagree.
3.5 Data analysis:
The collected data from the respective respondents through research
instruments were properly tabulated, analyzed and interpreted by using
appropriate statistical tools in terms of frequency percentages and means score
method to work out overall average score of each item in the light of objectives
of the study.
4.DATA ANALYSIS
4.1 Analysis of the statements of respondents:
Table 1: Understanding the lecture taught teachers
Statement Level Group A Group B Mean Score
Frequency Percent Freq Percen Group Group
age uenc t
A B
y age

You are able S.A. 37 24% 32 21% 3.27 3.06

to understand A 45 30% 43 28%
the lecture N 14 10% 12 8%
taught by D.A 30 20% 29 20%
your teachers SDA 24 16% 34 23%
in the
classroom.

From the above table it is clear that 54% of the participants from group
A are either strongly agree or agree with the statement and 10% of the
participants are neutral about it. While 36% of the teachers are either disagree
or strongly disagree with the statement. On the other hand, 49% of the
participants from group B are either strongly agree or agree with the statement
and 8% of the participants are neutral on this statement. While 23% of the
543
544 Rana Rubab, Abdul Ghafoor Awan
_______________________________________________________

teachers are either disagree or strongly disagree with the statement. The mean
score for this statement ( You are able to understand the lecture taught by your
teachers in the classroom) for group A is 3.27 and for group B is 3.06. These
results also shown in Figure 1.
Figure 1: Understanding the lecture taught by teachers
50 45
45 43
40 37
34
35 32
30 29
30
24
25
20
14
15 12
10
5
0
strongly Agree Agree Neutral Disagree Strongly
disagree

Note: In all Figures 1st column is of district Khanewal and 2nd

column is of district Vehari.
Table 2: completion of the course in time
Statem Level Group A Group B Mean Score
ent Frequen Percent Frequen Percent Gro Gro
cy age cy age up A up B

Your Strong 47 32% 39 26% 3.18 2.8

teacher ly
s agree
comple Agree 28 18% 16 10%
te the Neutra 13 9% 16 11%
course l
in time Disagr 30 20% 35 24%
ee
SDA 32 22% 44 29%
Comparative study of quality of education in public and private schools 545
_______________________________________________________

From the above table it is clear that 50% of the participants from group A are
either strongly agree or agree with the statement and 9% of the participants
are neutral. While 42% of the teachers are either disagree or strongly disagree
with the statement. On the other hand, 36% of the participants from group B
are either strongly agree or agree with the statement and 11% of the
participants are neutral. While 53% of the teachers are either disagree or
strongly disagree with the statement. The mean score for the statement i.e.,
(Your teachers complete the course in time) for group A is 3.18 and for group
B is 2.8. The same results are shown in Figure 2.
Figure 2: completion of course in time.

50 47
44
45
39
40
35
35 32
30
30 28

25
20 16 16
15 13

10
5
0
strongly Agree Agree Neutral disagree strongly
disagree

545
546 Rana Rubab, Abdul Ghafoor Awan
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Table 3: Monthly tests

Stateme Level Group A Group B Mean Score

nt Frequen percenta Frequen percenta Gro Gro
cy ge cy ge up A up B

Monthl Strong 24 16% 19 12% 2.57 2.4

y ly
tests are agree
conduct Agree 22 14% 16 10%
ed by Neutra 17 12% 25 18%
your l
teacher Disagr 40 26% 37 24%
s. ee
SDA 47 32% 54 34%

The data in table it is clear that 30% of the participants from group A are either
strongly agree or agree with the statement and 12% of the participants are
neutral. While 58% of the teachers are either disagree or strongly disagree with
the statement. On the other hand, 22% of the participants from group B are
either strongly agree or agree with the statement and 18% of the participants
are neutral about it. While 60% of the teachers are either disagree or strongly
disagree with the statement. the mean score for this statement (Monthly tests
are conducted by your teachers) for group A is 2.57 and for group B is 2.4.
These results are shown in Figure 3.
Comparative study of quality of education in public and private schools 547
_______________________________________________________

Figure 3: Monthly tests

60
54

50 47

40
40 37

30
24 25
22
19
20 16 17

10

0
strongly Agree Agree nuetral disagree strongly
disagree

Table 4: punishments by the teachers

Statement Level Group A Group B Mean Score
Freque perce Frequen percen Group Group
ncy ntage cy tage A B
Students Strongly 23 16% 49 32% 2.57 3.66
are agree
punished
by the Agree 27 18% 59 40%
teachers in
the class if Neutral 3 2% 6 4%
they
commit Disagree 50 34% 15 10%
mistakes.
SDA 47 32% 21 14%

547
548 Rana Rubab, Abdul Ghafoor Awan
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The results in Table 4 shows that 34% of the participants from group A are
either strongly agree or agree with the statement and 2% of the participants
are neutral about it. While 66% of the teachers are either disagree or strongly
disagree with the statement. On the other hand, 72% of the participants from
group B are either strongly agree or agree with the statement and 4% of the
participants are neutral. While 24% of the teachers are either disagree or
strongly disagree with the statement. The mean score for this statement
(Students are punished by the teachers in the class if they commit mistakes)
for group A is 2.57 and for group B is 3.66. These results also highlighted in
Figure 4 also.
Figure 4: Punishments by the teachers
70

59
60

49 50
50 47

40

30 27
23
21
20 15

10 6
3
0
strongly Agree Agree Nuetral Disagree strongly
disagree
Comparative study of quality of education in public and private schools 549
_______________________________________________________

Table 5: Appreciation to students for good deeds

Statement Level Group A Group B Mean Score
Freque percen Freque percen Group Group
ncy tage ncy tage A B
Students Strongly 34 22% 22 14% 2.56 2.39
are agree
appreciate 28 18% 14 10%
d by the
teachers if Neutral 7 6% 9 6%
they do
good job. Disagree 45 30% 53 36%
SDA 36 24% 59 34%

The results in table 5 show that 40% of the participants from group A are
either strongly agree or agree with the statement and 6% of the participants
are neutral about it. Whereas 54% of the teachers are either disagree or
strongly disagree with the statement. Conversely, 24% of the participants
from group B are either strongly agree or agree with the statement and 6% of
the participants are neutral. While 70% of the teachers are either disagree or
strongly disagree with the statement. the mean score for this statement
(Students are appreciated by the teachers if they do good job) for group A is
2.56 and for group B is 2.39. These results are shown in Figure 5 also.

549
550 Rana Rubab, Abdul Ghafoor Awan
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Figure 5: Appreciation to students for good deeds

60
53
49
50 45

40 36
34

30 28
22
20
14
9
10 7

0
strongly Agree Agree Neutral disagree strongly
disagree

Table 6: conduction of parent teachers meeting (PTM)

Stateme Level Group A Group B Mean Score
nt Frequen percenta Frequen percenta Grou Grou
cy ge cy ge pA pB
Your Strongl 32 22% 19 12% 2.91 2.44
school y agree
conduct Agree 28 18% 16 10%
s the Neutral 22 14% 26 18%
parent Disagr 30 20% 41 28%
teachers
ee
meeting
(PTM) SDA 38 26% 28 18%
at the
end of
the
month.
Comparative study of quality of education in public and private schools 551
_______________________________________________________

From the above table we learn that 40% of the participants from group
A are either strongly agree or agree with the statement and 14% of the
participants are neutral. While 46% of the teachers are either disagree or
strongly disagree with the statement. In contrast, 22% of the participants from
group B are either strongly agree or agree with the statement and 18% of the
participants are neutral. Whereas 46% of the teachers are either disagree or
strongly disagree with the statement. The mean score for this statement i.e
(Your school conducts the parent teachers meeting (PTM) at the end of the
month) for group A is 2.91 and for group B is 2.44. The same results are shown
in Figure 6.
Figure 6: Conduction of parent teachers meeting (PTM).
60

50 48

41
40 38
32
30
30 28
26
22
19
20 16

10

0
strongly Agree Agree neutral disagree strongly
disagree

551
552 Rana Rubab, Abdul Ghafoor Awan
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5. FINDINGS OF STUDY:
The findings of study show that public School had better large and
spacious buildings as compared to the private schools. Perhaps it was due to
the high cost land and consideration of building public schools enjoys these
facilities on behalf of the budget allocation by the government. In the same
way, teaching staff of government schools is highly qualified, trained and
working on permanent basis while this factor is lacking in private schools. All
physical facilities in government sector are provided by the government itself,
while in private sector owners of the school individually cannot afford to
provide these facilities up to that extent. It is astonishing that private sector
although lagging behind in the area of facilities and staffing but showed better
results in the exams as compared to the government schools. The main
differentiating factor is the better instructional supervision and monitoring
system in private sector. Private Schools are relatively expensive so majority
of the people rush to the public Schools and it is the cause of large classes in
size which affects the teacher’s performance. Despite large classes at
secondary level in public schools, they showed good results as compared to
the private sector. It may be due to the better facilities in public schools in the
form of resources, laboratories and trained teaching staff. The head teachers
in public schools are highly qualified, experienced and have people- oriented
/ democratic leadership style. On the other hand, most of the head teaches in
private sector are less qualified, untrained and inexperienced. They tend to be
task oriented and authoritative having all decision making powers in their own
hands. Education is totally free up to matriculation level. Public Schools enroll
the majority of students belonging to middle and lower middle class families.
Education is better at secondary level than private schools. The head of public
Comparative study of quality of education in public and private schools 553
_______________________________________________________

school plan and implement the department policies and monitor all school
activities. However, private school charge high tuition fee and other charges
but pay attention on the academic activities of students individually. They
assigned homework and checked regularly. Selected study is done in almost
all private schools and short notice are given to students. Students become
more dependent and careless because of more attention of teachers. Private
schools are profit - earring institutions, so these provide education to those
who can pay their fees. However, their class room are comparatively small in
size.
6. CONCLUSIONS:
Public School principals teach arts or science subject when they get
time and provide instructional guidance to teachers through personal
experience. They plan their daily activities, and make school policies after
seeking the suggestions from students, parents and particularly teachers. They
encourage their teachers to enhance their professional qualification. They
pointed out that lack of financial resources is the main problem. Public School
has edge over private school in terms of having highly qualified staff, standard
building and playground. Moreover, in public school syllabus is prepared
according to the ideology of Pakistan while private schools do not follow this
policy strictly. Although government is encouraging expansion of education
in private sector but heads of public schools are reluctant to join them. Private
schools make their policies after getting feedback from parents, teachers and
students when it is required. All the principals provide the facilities of co-
curricular activities for the personality development of students. Teachers of
public Schools are somehow independent whereas private school teachers are
553
554 Rana Rubab, Abdul Ghafoor Awan
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bound to do work according to the will of Management. However, future of

private schools is bright because Government is promoting education in
private sector.
7. POLICY RECOMMENDATIONS:
In the light of above discussion, we make the following policy
recommendation:
• Government should apply proper check and balance mechanism to
improve the performance of public schools.
• Government should also monitor the working of private schools and
formulate specific rules and regulations to create harmony in their
curriculum, faculty, and required infrastructure.
• Government should not allow private sector to open schools just for
minting money.
• Special teams of educational experts should be formed to make surprise
visits of both private and public Schools.
 In majority schools’ librarian and computer assistant seats were vacant
and these seats must be filled so that the students can take benefit from
lab and computer facilities. If we want to improve public sector Schools,
facilities of science and computer lab and library should be enhanced and
resource room must be equipped with modern teaching tools.
• Government should provide direct funding to the school heads and heads
should themselves try to generate the resources with the help of School
Council and carry out renovation of building and try to develop the
healthy environment by taking personal interest.
• The examination system should be developed in such a way that it could
Comparative study of quality of education in public and private schools 555
_______________________________________________________

measures cognitive, affective and psychomotor abilities and should

introduced practical learning instead of routine memorization.
• Schools should arrange educational trip because it provides an opportunity
for total immersion in the natural environment and social setting. While
during trips student practices their social skills outside of their class
rooms. But in public sectors the trend of arranging trips is very rare
because head teachers avoided the extra responsibilities.
• Government should frame proper policy framework for private schools.

555
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557
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CONTRIBUTION OF AUTHORS AND CONFLICT OF INTEREST

This research work was conducted in collaboration between two authors.

Author 1: Rana Rubab is an M.Phil scholar at Department of Education,
Institute of Southern Punjab. She designed the study, collected and
analyzed data. She wrote first draft of the manuscript under the
supervision of author 2. She can be reached at rubab_44@ymail.com.
Author 2: Prof. Dr. Abdul Ghafoor Awan is his first Ph.D in Economics
from Islamia University of Bahawalpur-Pakistan and second Ph.D in Business
Administration from University of Sunderland, U.K. He contributed in this
research paper by way of guiding author first about title selection, data analysis
and statistical techniques. He edited and gave final shape to the manuscript. In
order to know about his other fields of research please look at his Web of
Science Researcher ID M-9196 2015 or his profile at Google scholar.
Both authors read the manuscript carefully and declared no conflict of
interest with any person or institution.